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Last week we were working with contexts that emphasized numerical relationships in order to develop strategies to solve non-routine problems. This week we are beginning to focus more on relationships between quantities and how graphs, verbal descriptions, pictures, and tables convey meaning about a situation or context. As the image above shows the representation of these relationships and the ability to translate from one to another is crucial in our development of problem-solving skills. Here are the goals for translation fluency that we will cover over the coming two weeks:
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1. Interpreting mathematical representations using words or pictures.The problem sets we will be investigating are below. They focus on interpreting points within a context (A1) and sketching graphs from words (A3). As we work through these problem sets I hope that we develop a fluency in using the mathematical language of graphs, tables and algebra to describe and analyse situations from the real world. We will do this by engaging in thoughtful discussion as a whole class, between partners, and in groups in order to comprehend as well as communicate information presented in a mathematical form.
2. Translating words or pictures into mathematical representations.
3. Translating between mathematical representations.
4. Describing functional relationships using words or pictures.
5. Combining information presented in various ways, and drawing inferences where appropriate.
6. Using mathematical representations to solve problems arising from realistic situations.
7. Describing or explaining the methods used and the results obtained.
(from The Language of Functions and Graphs)
A1 Interpreting Points
A3 Sketching Graphs from Words
While we investigate and solve problems in class, our opening problems and homework will be reviewing the work on systems of equations you did in Algebra 1. The homework for this week is at the link below:
Pet Sitters, Part 1
Here is to a great week!
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